year 2 3 plw phaseb 0910

							           Parents’ Literacy Workshop
                         Years 2 & 3: Phase B



Please can you:
•Sign the register at the front of the hall
•Collect a copy of each of the handouts (in separate piles)
•Collect a pencil and blank paper for notes
•Collect a feedback form, to hand in at the end of the session



                              Emma Madden
                      Literacy Leader / Deputy Head
Parents’ Literacy Workshop

      Years 2 & 3: Phase B




            Emma Madden
    Literacy Leader / Deputy Head
                 What will we cover today?
•   Phonics and early reading
•   Ideas for tricky words and spellings
•   The timetable
•   Guided reading and home reading
•   Text types
•   Sentence structure and punctuation
•   How to support your child at home
•   Any questions
Simple view of reading
    Knowledge of Context and
    Grammatical Awareness




                               Phonics
                               and Word
                               Recognition
  Phonics is …

            Knowledge of the       Skills of segmentation
Phonics =   Alphabetic code
                               +       and blending
                The sounds of spoken English
                           (the alphabetic code)


•   44 sounds or ‘phonemes’
•   19 – vowel sounds
•   25 – consonant sounds
•   Phoneme – smallest unit of sound in a word
Term       Meaning                                                               Examples
Phoneme    The smallest unit of sound that you can hear within a word. The       c/a/t = 3 phonemes
           word phoneme refers to the sound , NOT the letter(s) which            th/e/n = 3 phonemes
           represent the sound in writing.                                       ch/air = 2 phonemes
                                                                                 s/t/r/aigh/t = 5 phonemes
                                                                                 ough/t = 2 phonemes
Grapheme   The letters used to represent a phoneme                               f – fat, enough, telephone
                                                                                 ae – pain, hay, weight

Digraph    Two or more letters which go together to make a single phoneme        ch – chair, th – path, ai – main, ay – pay, igh
                                                                                 – high, i_e - hike

blend      To list the phonemes within a word and put together quickly to form
           the word. (Taught as a strategy for reading unknown words.)

segment    To split a word into its separate phonemes, as an aid to spelling.
How many phonemes are there in
     the following words?

              scan

            shower

           check-mate

              high
Don’t correct your child, if they have spelt
a work phonetically
Help them to choose the best phonetic
spelling
OR
Remind them about tricky words
Making the best guess
Making the best guess
                        Tricky words
high frequency words =
    Most frequently used words in English language. Mostly
    phonetically plausible – green words
tricky (red) words =
    High frequency words which are not phonetically plausible – red
  words
              Weekly Spellings

• Phonics + key/tricky words
• Topic Words

                    Practise other words with key sounds
          Ideas for ‘tricky words’ / spellings
• Whilst out and about go ‘word spotting’
• Play dominoes or pairs or snap with words
• Count how many times you can find a particular word in a
  reading book
• Practise magic spelling (split the words into chunks and give
  each chunk a colour)


            successful                   successful
The Timetable
           Guided Reading / Home Reading
Small groups
High quality texts
Strategy focus:
Phonics and comprehension




                                   Daily
                                   At an appropriate level
                                   Focus:
                                   Phonics and
                                   Comprehension
                          Ideas for reading
• Before reading the book
    – Have your child look at the cover and predict what they think the story is
      going to be about
    – Discuss what type of book it is… non-fiction etc
    – Point out the name of the book (title), the person who wrote the book
      (author) and the person who drew the pictures for the book (illustrator).
      Has your child read any other books by the same author? In the same
      series? Did they enjoy them?
    – Have your child look for the blurb, read it to your child
    – Do a picture walk through the book and let your child tell you what they
      think the book is about…
                      Ideas for reading
• During the book
   – Ask your child many questions about the characters in the book
     as you read the story
   – Take turns to read – your child / then you
   – Have your child look at the sentences and see if he/she can
     identify any of the sounds in the words or any of the HF/tricky
     words they have learnt
   – Discuss the meaning of any unusual words
             How to help your child read a word
•   Which letter phonemes do you recognise? Can you blend them together?
•   Does the word make sense? Read the sentence again to check.
•   Is there another word that would make sense?
•   Is it a word you know?
•   Have you read the word before? Is it on another page?
•   Are there any bits of the word you recognise?
•   Miss out the word, say ‘mmmm’, finish the sentence. Then go back and work
    out what the word was.
                   Always go back and read the sentence again!
                       Ideas for reading
• After the book
   – Look back at any key parts of what you have read, discuss any
     exciting events/interesting words or phrases used by the author.
   – If relevant, discuss the layout of the text. Predict what may happen
     next…
   – Talk about what your child is enjoying about the story… (REFLECT).
            Text Types and Success Criteria
•   Narrative
•   Play script
•   Poetry
•   Non-chronological Report
•   Recount
•   Instructions
Narrative
                                           Visual Literacy
What is Visual Literacy?
o            Using film or moving image as a starting point for writing
o            Creating routes into writing
o            Developing vocabulary
o            Promoting speaking and listening activities
o            Excellence and Enjoyment




Outcomes of research
Children have:
o            Better perceptions of themselves as writers
o            Increased ability to sustain focus
o            Improved standards in writing
Non-Chronological Report
Instructions
                                       Sentence Structure
Simple Sentence
1 clause (idea) = 1 subject and 1 verb (verb chain)
                                                  I went to the shop.
                                                Harry kicked the big ball.

Compound Sentence
2 (or more) equally weighted clauses linked with a co-ordinating conjunction (and, or, but)
                                   I like eating meat but I also like eating vegetables.
                                 He went to the shop and he looked at the different toys.

Complex sentence – Year 2 using because
2 (or more) clauses linked with a subordinating conjunction = 1 main clause + 1 subordinate clause
                                      When I went to the shop, I looked at the toys.
                                        I ate a sandwich, because I was hungry.
                                   Punctuation
  •   C and .
  •   , in lists
  •   , between adjectives
  •   ! and ? and …
  •   , in complex sentences
  •   “and”

Say the sentence. Write the sentence. Read the sentence.
Handwriting
Please………………..
• Continue to and above all things give your child real, valuable and
  exciting experiences
• Read to your children as often as you can, using intonation and
  expression.
• Read with your children and talk to them about the books you share.
• Sing with your children.
• Be interested in language and words – have an interesting word place at
  home.
• Encourage your child to spell phonetically – don’t correct it if it is
  incorrect! But help them learn their spelling homework…